Later Language Development

Be able to track areas of your language development with the help of a checklist

Identify whether or not you may be at risk for dyslexia or a language-based learning disability

Be able to determine whether it might be beneficial to seek help

We used to think that once we learned to pronounce all of our sounds, learned language structures (e.g., plurals and verb tense), could ask questions, and speak complex sentences, that our speech and language learning was complete. Now we know this is not true. Language learning is ongoing throughout life.

As we age, language moves from the representational (i.e., the literal) to the figurative (i.e., non-literal) and includes such things as metaphors, idioms, and inferences. Language use becomes more sophisticated with the user becoming adept in many complex areas, such as argument and persuasion.

The complexity of written material (e.g., fiction books, textbooks, tests) follows this same progression. As we move through school, books move from the literal to the non-literal. Just as context can determine what words we use and how we communicate (e.g., you don’t speak to your best friend the same way you speak with your professor or boss), reading more advanced and different genres of text requires sophisticated linguistic skills.

The following table highlights some of the oral language and literacy skills that emerge as we develop and age. You can use this list to help you identify the skills that you have achieved as well as the ones that may be more challenging for you. You can then take this information and share it with a professional. The two of you can begin a conversation as to how best help you learn the needed skills in order to ensure success.